To aid in the early identification of potential learning disabled children a multiple regression equation using analysis of covariance was used to determine which composite predictor variables obtained in kindergarten correlate maximally with first-grade achievement. Eighty-seven kindergarten students in Lawrence, Kansas, who had been instructed in a formal reading program were tested in May 1973. The predictor variables were: a reading readiness test, a reading achievement test, and a teacher rating scale. The criterion was a vocabulary and comprehension score at the completion of first grade, 1974. The results indicated that the teacher rating scale would be a more efficient predictive measure than either the reading readiness test or reading achievement test for both first-grade vocabulary and comprehension achievement. All three of the independent predictor variables were statistically significant (p less than .01) for the criteria. Analysis of covariance was used to isolate the predictive efficiency of each set of predictors. The teacher rating was significant (p less than .02) in predicting first-grade comprehension achievement. Both the teacher scale and reading readiness test were significiant (p less than .01) in predicting first-grade vocabulary achievement. (Author/MKM)